Helping,ESL,Students,Become,Better,Readers-,Schema,Theory,Applications,and,Limitations Applications.docx
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1、Helping,ESL,Students,Become,Better,Readers:,Schema,Theory,Applications,and,Limitations ApplicationsNigel Stottnrstottteacher.email.ne.jp(Fukuoka, Japan)Schema theory describes the process by which readers combine their own background knowledge with the information in a text to comprehend that text.
2、All readers carry different schemata (background information) and these are also often culture-specific. This is an important concept in ESL teaching, and prereading tasks are often designed to build or activate the learners schemata. This paper summarises some of the research into schema theory and
3、 its applications to ESL reading. The author also highlights some of the limitations of the use of the schema-theoretic approach and points out the importance both of developing the learners vocabulary and of encouraging extensive reading.IntroductionSchema theory is based on the belief that every a
4、ct of comprehension involves ones knowledge of the world as well (Anderson et al. in Carrell and Eisterhold 1983:73). Thus, readers develop a coherent interpretation of text through the interactive process of combining textual information with the information a reader brings to a text (Widdowson in
5、Grabe 1988:56). Readers mental stores are termed schemata (after Bartlett in Cook 1997:86) and are divided (following Carrell 1983a) into two main types: content schemata (background knowledge of the world) and formal schemata (background knowledge of rhetorical structure). Theories on the contribut
6、ion of schemata to the reading process are discussed in the next section.Schema-theoretic research highlights reader problems related to absent or alternate (often culture-specific) schemata, as well as non-activation of schemata, and even overuse of background knowledge. Carrell, Devine and Eskey (
7、1988:4) claim that schema theory has provided numerous benefits to ESL teaching and, indeed, most current ESL textbooks attempt schema activation through prereading activities. However, there may be limits to the effectiveness of such activities and there may even have been some over-emphasis of the
8、 schema perspective and neglect of other areas (see Eskey 1988:93; McCarthy 1991:168). Consideration is given in the latter part of the paper to the limitations of schema-theoretic applications and to the importance of extensive reading.Schemata and the Reading ProcessIn the process of reading, comp
9、rehension of a message entails drawing information from both the message and the internal schemata until sets are reconciled as a single schema or message (Anderson et al. in Hudson 1982:187). It is also claimed that the first part of a text activates a schema. which is either confirmed or disconfir
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